Education

ions:

1.Dolores attends a self-contained class for preschoolers with severe disabilities. She has been diagnosed with autism spectrum disorder. She has demonstrated very good language skills, using complex structures and a broad vocabulary. She does not, however, use language to communicate with others; instead, she points and gestures. She is hyperactive and highly distractible; on several occasions she has broken toys in the play area. Dolores will begin attending a general education kindergarten in three months. Her special education teacher is part of the transition planning team.

 

****State TWO objectives, one related to communication and one to physical behavior, that are appropriate for Dolores in the transition to a general education kindergarten. For each objective, describe in detail a strategy to help Dolores improve her behavior. Finally, identify TWO supports that could appropriately be in place in the kindergarten to facilitate Dolores’ transition. For each support, be explicit about what you are assuming about the kindergarten environment that would necessitate the support.

 

 

2. Vince is a student at a public high school who has experienced traumatic brain injury as a result of an accident. Vince has spent the past six months in a rehabilitation facility undergoing intensive therapy to regain mobility and will be returning soon to the classroom. He is paralyzed on the left side of his body and has limited mobility in his right arm. Vince’s IEP team is meeting to discuss assistive technology that will enable him to succeed in the general education classroom. His strengths are in oral expressive language and analytical skills, and he is highly motivated to learn.

 

***List or describe TWO different assistive technology products, devices, or aids that could help Vince gain access to classroom activities, complete assigned tasks, and grow in his knowledge and skills. Explain how the technology would help Vince increase, maintain, or improve his functional capabilities.

 

3.

  • List TWO strengths that Steve has displayed in his writing sample.
  • For EACH strength, identify an instructional strategy that Steve’s teachers can use to improve and develop his writing skills.

 

I dr am d uvf a bou h ro s

(I dream of about heroes)

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Education

1.Dolores attends a self-contained class for preschoolers with severe disabilities. She has been diagnosed with autism spectrum disorder. She has demonstrated very good language skills, using complex structures and a broad vocabulary. She does not, however, use language to communicate with others; instead, she points and gestures. She is hyperactive and highly distractible; on several occasions she has broken toys in the play area. Dolores will begin attending a general education kindergarten in three months. Her special education teacher is part of the transition planning team.

 

****State TWO objectives, one related to communication and one to physical behavior, that are appropriate for Dolores in the transition to a general education kindergarten. For each objective, describe in detail a strategy to help Dolores improve her behavior. Finally, identify TWO supports that could appropriately be in place in the kindergarten to facilitate Dolores’ transition. For each support, be explicit about what you are assuming about the kindergarten environment that would necessitate the support.

 

 

2. Vince is a student at a public high school who has experienced traumatic brain injury as a result of an accident. Vince has spent the past six months in a rehabilitation facility undergoing intensive therapy to regain mobility and will be returning soon to the classroom. He is paralyzed on the left side of his body and has limited mobility in his right arm. Vince’s IEP team is meeting to discuss assistive technology that will enable him to succeed in the general education classroom. His strengths are in oral expressive language and analytical skills, and he is highly motivated to learn.

 

***List or describe TWO different assistive technology products, devices, or aids that could help Vince gain access to classroom activities, complete assigned tasks, and grow in his knowledge and skills. Explain how the technology would help Vince increase, maintain, or improve his functional capabilities.

 

3.

  • List TWO strengths that Steve has displayed in his writing sample.
  • For EACH strength, identify an instructional strategy that Steve’s teachers can use to improve and develop his writing skills.

 

I dr am d uvf a bou h ro s

(I dream of about heroes)

Leave a Reply

Your email address will not be published. Required fields are marked *

You may use these HTML tags and attributes:

<a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <s> <strike> <strong>